Cardinal Stritch University Measurement Systems and Conversion Procedures Discussion

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Chapter 3
Measurement Systems and
Conversion Procedures
Objectives
▪
▪
▪
▪
Interpret the systems of measurement
Simplify units using dimensional analysis
Perform metric system conversions
Perform conversions between metric and
nonmetric systems
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2
Objectives (cont’d.)
▪ Perform conversions between apothecary
and household systems
▪ Perform temperature conversions between
Celsius, Fahrenheit and Kelvin
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3
Systems of Measurement
▪ United States Customary System of
Measurement:
• Distance:
– 1 ft = 12 in
– 1 yd = 3 ft
– 1 mi = 5280 ft
• Volume:
– 8 fl oz = 1 cup
– 1 pt = 2 cups
– 1 qt = 2 pt
– 4 qt = 1 gal
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4
Systems of Measurement (cont’d.)
▪ Metric system:
• m → meter → Length
• l or L → liter → Volume
• g → gram → Weight
– 0.91 m = 1 yd
– 3.79 L = 1 gal
– 28.3 g = 1 oz
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Systems of Measurement (cont’d.)
Table 3.1
Metric Prefixes
and Values
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Basic Dimensional Analysis
▪ Algebraically changing or converting units
of measure
• .
• .
• Grams per liter
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Conversions Within the Metric Systems
▪ Horizontal format:
1. Identify decimal location in the number being
converted
2. Identify prefix location on horizontal diagram
3. Find the difference between the two exponents
associated with each prefix
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Conversions Within the Metric Systems
(cont’d.)
▪ Horizontal format:
4. Conversion is moving right on the diagram:
– Move decimal to the right by the amount calculated
in step 3
5. Conversion is moving left on the diagram:
– Move the decimal to the left by the amount
calculated in step 3
Figure 3.1 Horizontal format for metric prefixes and values
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Conversions Within the Metric Systems
(cont’d.)
▪ Horizontal format: (cont’d.)
• Convert 12 mL to microliters
– Identify decimal: 12.0
– Identify prefixes in diagram
– Difference is -3 –(-6) = 3
– 12 mL = 12,000 μL
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Conversions Within the Metric Systems
(cont’d.)
▪ Dimensional analysis:
• 1 will always be placed with two-letter unit
▪ Convert: 12μL to mL
• .
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Conversions Between Metric and
Nonmetric
Table 3.2 Relationships between the U.S. System and the Metric
System
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Conversions Between Metric and
Nonmetric (cont’d.)
▪ Convert 5 kg to oz:
• Convert kg to lbs
• Convert lbs to oz
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Apothecary Systems
▪ Apothecary equivalents:
•
•
•
•
•
•
•
•
1 fl oz = 8 fl dr
4 mL = 1 fl dr
60 minims = 1 fl dr
1 g = 15 gr
1 gr = 60 mg
1 mL = 16 minims
1 pt = 16 fl oz
1 qt = 2 pt
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Apothecary Systems (cont’d.)
▪ 50mg is how many grains?
• .
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Apothecary Systems (cont’d.)
▪ 250 fl dr equals how many milliliters?
• .
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Household Systems
▪ Household equivalents:
•
•
•
•
•
•
•
•
60 drops (gtt) = 1 tsp
1 fl oz = 30 mL
2 tbs = 1 oz
6 fl oz = 1 teacup
8 fl oz = 1 glass
16 oz = 1 lb
1 cup = 8 fl oz
5 mL = 1 tsp
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Household Systems (cont’d.)
▪ You drank 3 ½ glasses of water
• How many ounces did you consume?
• .
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Household Systems (cont’d.)
▪ How many tablespoons are in 12oz?
• .
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Household, Apothecary, and Metric
Equivalents
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Temperature Conversions
▪ Three scales to measure temperature:
• Fahrenheit
• Celsius
• Kelvin
▪ Converting Celsius to Fahrenheit:
• .
or
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Temperature Conversions (cont’d.)
▪ 0°C equals how many °F?
• °F = (0° × 1.8) + 32°= 0° + 32° = 32°
▪ 75°F equals how many °C?
• .
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Temperature Conversions (cont’d.)
▪ Converting Celsius to Kelvin:
• K = °C + 273.15
• 100°C
K = 100° + 273.15° = 373.15°
• Converting Kelvin to Fahrenheit:
• °F = 1.8K − 459.67°
• 300K
°F = 1.8(300°) − 459.67° = 80.33°
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Summary
▪ To perform metric conversions, we must
be familiar with Table 3.1
▪ Conversions within the metric system can
be done using the horizontal format
▪ Apothecary system: used in calculating
drug dosages
▪ Household system: used when
administering medications in the home
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Summary (cont’d.)
▪ The three main temperature formulas:
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Chapter 4
Dilutions, Solutions, and
Concentrations
Objectives
▪
▪
▪
▪
Perform dilutions
Determine concentrations
Solve dilution problems
Solve problems involving percents
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Dilutions
▪ It is common to dilute solutions with water
or saline
• Formula relating the two volumes and two
concentrations:
▪ When preparing solutions:
• One is constantly mixing a concentrated
solution (concentrate) with a solvent (diluent)
– Decreases concentration
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3
Dilutions (cont’d.)
▪ Parts concentrate + parts diluent = total
volume
• Solution contains 1 μL serum and 6 μL saline
– Ratio 1:6
– Ratio of serum to total volume would be 1:7
– Ratio of saline to total volume would be 6:7
– Dilutions represent parts of concentrate in total
volume (1:7)
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4
Dilutions (cont’d.)
▪ Make a 1 in 9 dilution of insulin in water
• Total volume must be 225 mL
▪ What volume of insulin is needed?
• Cross multiplying gives: 9x = 225
• x = 25
• 25 μL insulin is needed
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5
Dilutions (cont’d.)
▪ What volume of diluent is needed?
• From the first part, we need 25 mL insulin
– Insulin + diluent = total volume
– 25 + x = 225
– Subtracting 25 from both sides: x = 200
– 200 mL diluent is needed
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Concentrations
▪ Amount of a substance in a given volume
• Original concentration × dilution = final
concentration
• Find the final concentration if a saline solution
consisting of 10% NaCl is diluted using a 1/8
dilution
–.
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Concentrations (cont’d.)
▪ Find the final concentration:
• A saline solution consisting of 50% dextrose
is diluted using a 1/10 dilution
• .
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Concentrations and Volumes of
Two Solutions
▪ When a solution is diluted:
• Concentration of resulting solution will
decrease
• Formula used to find volumes and
concentrations of original and resulting
solutions:
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Concentrations and Volumes of
Two Solutions (cont’d.)
▪ There are 12cc of a 2.5% solution
• Solution added to water makes a total of
75cc
• What is the concentration of the 75 cc
solution?
–.
– 0.004 × 100% = .4%
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Concentrations and Volumes of
Two Solutions (cont’d.)
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Percents
▪ A percent weight per unit weight, % w/w, is
defined as:
• .
• Solute is the substance being dissolved
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Percents (cont’d.)
▪ Make 150 grams of a 20% w/w NaCl
solution
• .
x = 20g
100x = 3,000
x = 30
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Percents (cont’d.)
▪ A percent volume per unit volume, % v/v,
is defined as:
• .
• 5% v/v solution means that 5% of the entire
solution is the solute
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Percents (cont’d.)
▪ Make 50 mL of a 60% v/v solution of
hydrogen-peroxide in water
• .
•
x = 60
x = 30
• 30 mL hydrogen-peroxide added to 20 mL
water = 50-mL solution with a 60% v/v
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Percents (cont’d.)
▪ How many milliliters of alcohol are in 40mL
of a 60% v/v solution?
• .
100x = 2,400
•
x = 24
• There is 24mL alcohol in 40mL of a 60% v/v
solution
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Percents (cont’d.)
▪ A percent weight per unit volume, % w/v,
is defined as:
• That is, 5% w/v means that a 100-mL solution
would contain 5g solute
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Percents (cont’d.)
▪ How would you make 350mL of a 12% w/v
morphine solution?
• .
x = 12
100x = 4,200
x = 42
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Percents (cont’d.)
▪ How would you make 200mL of a 70% w/v
lidocaine solution?
• .
x = 70
100x = 14,000
x = 140
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Percents (cont’d.)
▪ How many grams of NaCl are in 25mL of a
0.9% w/v NaCl solution?
• A 0.9% w/v NaCl solution is called a normal
saline solution
• .
100x = 22.5
x = .225
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Percents (cont’d.)
▪ How many grams of NaOH (sodium
hydroxide) are in 6dL of a 20% w/v NaOH
solution?
• Convert dL to milliliters:
• .
100x = 12,000
x = 120
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21
Percents (cont’d.)
▪ A 500-cc solution contains 50g Tylenol
• What is the percentage of Tylenol?
• .
500x = 5,000
x = 10
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Summary
▪ Parts concentrate + parts diluent = total
volume
• Dilutions represent parts of concentrate in total
volume
• Original concentration × dilution = final
concentration
• Dilution factor is the reciprocal of dilution
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23
Summary (cont’d.)
▪ When a concentration and volume of a
solution change as a result of adding a
diluent:
• Used to find volume and concentration of
original and resulting solutions
▪ Percent weight per unit weight, % w/w:
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Summary (cont’d.)
▪ A percent weight per unit volume, % w/v:
▪ A percent volume per unit volume, % v/v:
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Part IB: DISCUSSION Chapter 3 (Measurement Systems and
Conversion Procedures), Chapter 4 (Dilutions, Solutions, and
Concentrations)
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Discussion Prompts: Discussion IB
(1) The key concept from Chapter 3 is dimensional analysis. What is your comfort level with
this idea of reducing the units in algebraic expressions to convert from one unit (or set of
units) to another?
(2) Chapter 4 builds on Chapter 3 and is of fundamental importance in this course. (Chapter
5 will continue to build on Chapter 4.) Share a specific tip with your colleagues in the class
on how you approach any of the types of problems in Chapter 4.
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•
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